abc learning design at the university of glasgow · 2019-02-11 · moos feedback local ... • mooc...

ABC Learning Design at the University of Glasgow

John Kerr, Learning Innovation Officer, College of Social Sciencesjohn.kerr.2@glasgow.ac.uk@johnkerr001

Vicki Dale, Senior Academic and Digital Development Adviser,Learning Enhancement and Academic Development Servicevicki.dale@glasgow.ac.uk@vhmdale

ABC…it’s easy as 123

When and why

BOLD beginnings

How to Moodle

MOOCs

Feedback

Local adaptations

When and why

Initially deployed for Art Crime PGCert development (2015)

Hands-on, accessible approach to learning design

Officially launched at LEADS CPD event, 20 May 2016

Facilitated by Clive and Natasa

BOLD beginnings…

Used to support Blended and Online Learning Development (BOLD) projects (www.gla.ac.uk/myglasgow/leads/staff/telt/blended/showcase/)

• MSc Data Analytics

• MSc Education

• MSc Museum Studies

• MSc Psychology (conversion)

• PGCert Art Crime and Antiquities Trafficking

• Haskell Programming blended course and MOOC

Provided a practical, discipline-focused complement to generic workshops/webinars

Dr Donna Yates, Sociology Lecture

“I've really enjoyed doing this PGCert [in Art Crime and

Antiquities Trafficking]. You all have supported this process in every way and I think it has been a real success. Thank you for that. The other thing that came up is, really, I think this project has greatly improved my confidence in teaching and improved my teaching all around. I've seen positive changes in my in-person teaching as a result, both in delivery but, more importantly, in lecture and whole module design. I think about it all in a much more informed way: less like bits and pieces of information, more as almost a story arch where every bit of lecture, every reading, contributes to an identified whole. Hard to put in to words, but it's all really helped me! And that is largely due to all your efforts!

“

How To Moodle

Six learning types used as framework for 'How To Moodle'

Promoting good practice in active learning

design across UofG

MOOCs

Taken the ABC approach and provided a new structure for MOOC design.

Drivers for change:

• Increased MOOC activity

• Devolved School/College teams

• Quality control/assurance

• Sharing of best practice online

• MOOC learning design steep learning curve for academics (most)

• Need for consistency

While linking to wider ABC agenda

Teaching … needs to find ways of investing more heavily in the planning phase and that teachers’ planning needs to take on more of the qualities of design for learning.

Crystallising good pedagogy into designed artefacts, such as courses, assessment tasks, videos, online tools and learning spaces, is also a way of turning recurrent expenditure (of time, effort, and cash) into durable assets.

Goodyear, 2015

”

“

"The Design Map has been instrumental in helping adapt my pedagogic approach from one that caters to mainly to postgraduate studies to a much wider audience. Dividing the steps according to activity type has helped ensure that there is a balance of learning and interactive tasks that lend themselves to the open access and general audience ethos of MOOCs, and helps keep on track with the learning outcomes for each week."

Dr Sally Tuckett, Lecturer in History of Dress and Textiles

"The design map has been great as a tool to help visualise each week of a MOOC. In particular, It’s been a great resource in helping visualise the learning types used, highlighting key points where we don’t offer enough variation to the learner.We already had a rough outline of our activities but I can see how this would be hugely beneficial for someone starting from scratch, offering a quick way to jot down ideas for activities and rejig the structure of each week."John Maguire, Arts E-Learning Innovation Officer

Adaptations to ABC cards at Glasgow

Minor changes in wording for clarity

Additional examples of digital activities for inspiration

Interactive overview of visible learning activities to How to Moodle

Retention of UCL CC BY license for attribution

FutureLearn (2017) Pedagogy and course design [online].

Available https://partners.futurelearn.com/course-creation/pedagogy-and-learning-design/

Goodyear, P (2015) Teaching as design. HERDSA Review of Higher Education [online].

Available http://www.herdsa.org.au/herdsa-review-higher-education-vol-2/27-50

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and

Technology. New York and London: Routledge.

Young, C. Perovic, N (2015) ABC curriculum design workshops [online].

Available http://blogs.ucl.ac.uk/abc-ld/

References

#UofGWorldChangers

@UofGlasgow

Thank You

John Kerrjohn.kerr.2@glasgow.ac.uk@johnkerr001

Vicki Dale,vicki.dale@glasgow.ac.uk@vhmdale